crisis management a leadership challenge

Crisis ManagementA Leadership Challenge

Rick J. Kaufman, APRExecutive Director of Community Relations

Bloomington (MN) Public Schools

July 5, 2008 NSPRA Annual Seminar Pre-Session

Reproduction of materials is permitted for training purposes provided credit is given to the author.

About the presenterAbout the presenter School Public/Community Relations

- 18 years of experience with school districts in three states, and state department of education

Crisis Response Team Leader- Columbine High School Tragedy, April 20, 1999- FEMA, National Response to Hurricanes Katrina and Rita

Crisis Management Consultant- U.S. Bureau of Prisons (Timothy McVeigh Execution)- New York City Schools/NY Education Commission (9/11)- FBI (National Conference on School Violent Offenders)- WI Health and Hospital Association- Jackson State University, Jackson, MS

About the presenterAbout the presenter

Past President- National School Public Relations Association- Wisconsin School Public Relations Association

Trainer/Lecturer/Author- Midwest Summit on Violence in the Workplace/Schools- Wisconsin Bioterrorism Summit- National Transportation Public Affairs Seminar- Council of Future Leaders- School PR: Building Confidence in Education- Complete Crisis Communication Management Manual

Our work together includes:Our work together includes:

Essential Elements of Crisis Management Crisis Management Realities ICS and Command Center Structures Crisis Communication The NEW Communication Channels Patterns of Media Response & Media Relations Common Crisis Mistakes Crisis Table Top Scenarios Mock Press Conferences Q & A

What is a Crisis?What is a Crisis?

“an emotionally charged significant event or radical change”

“an unstable or crucial time of affairs in which a decisive change is impending”

“a situation with the distinct possibility of a highly desirable outcome”

“a situation that has reached a critical phase”


student or staff suicide student walkout or protest assault - of a student, staff or volunteer child abuse sexual harassment criminal activity health emergency (AIDS, etc.)


fire or explosion school bus accident bomb threat natural disaster (flood, tornado, etc.) VIP visit power outage more? (Hint: dozens more!)

Is it an incidentincident or a CRISISCRISIS?

Are you ready?Are you ready?

In a crisis situation, you will react as you are organized and trained.

Knowing what to do can be the difference between chaos and calm, or even life and death.

Crisis Management RealitiesCrisis Management Realities

Prompt action reduces collateral damage Prompt action reduces length of crisis &

moves situation to quicker resolution Focus on response, not sources of threat Not possible to detail every conceivable crisis Important decisions made before crisis ever

occurs (structure, process, leadership)


Decisions based on site, location & unique set of circumstances that occur during a crisis

“Cardiac assessment,” intuition plays key roles Tend to victims’ needs immediately,

compassionately and completely Be prepared … bad stuff happens Continuous process requiring annual review


In the first hour of a crisis: Denial: “This could not have happened.”

Anger: “How could this have happened?” “How could somebody do that?”

Panic Anxiety

Elements of Crisis ManagementElements of Crisis Management

Policy and Leadership Provides foundation, framework for action

Emergency/Crisis Management Plan Provides structure, mechanisms for operational response

School Crisis Response Plan Building plan operates within framework of district-level plan Provides roles, responsibilities for staff Coordinated response to more frequently occurring incidents

Elements of Crisis ManagementElements of Crisis Management

Crisis Response Team School, district response personnel

Communication Foundation of any crisis planning, implementation,

management and recovery effort

Training Preparation and knowing what to do is crucial Maintains preparedness

Plans must include responses to:Plans must include responses to:

School-based scenarios threat, accidental death, lockdown, etc.

District-wide scenarios natural disaster, business interruption, etc.

New or emerging scenarios pandemics, terrorist attack, etc.

Emergency planning should…Emergency planning should…

Ensure student, staff safety Establish a pre-determined plan of action

(focus on response vs sources of crisis) Identify trained emergency responders

(can they be counted on to act, not freeze up?) Minimize damage, loss of facility use Provide on-going support for students, staff

and parents

Emergency planning should…Emergency planning should… Incorporate best thinking, practices of all

responding agencies (form partnerships now, don’t wait for crisis to occur)

Return to “normal” Outline steps to practice, rehearse for a crisis

(creates cultural conditions that practice is important, demonstrates teamwork needed during the crisis)

Include students in planning, training What else? (consider your unique circumstances)

Emergency plan must address …Emergency plan must address …

Prevention & Intervention (mitigation)- steps to reduce or eliminate risk to life and property

Preparedness- process of planning a rapid, coordinated and effective response

Response- action steps to take during a crisis

Recovery- restoring the teaching and learning environment after a crisis; must include mental health recovery

Emergency plan must address …Emergency plan must address … The Golden Hour

- take the lead; delay equals denial Waves of Response

- police/medical- media- parents- “looky-loo’s” & gawkers; super-heroes; cottage industry types

First 24 hours Duration of crisis Rebuilding/Recovery

The Key QuestionsThe Key Questions

What can or will we be able to handle? Which roles can be delegated to volunteers? Where will we get help? Who will do what?

Other questions?

Crisis Management InfrastructureCrisis Management Infrastructure

Incident Command Communication or Crisis Command Center Roles and Responsibilities

- who’s organizing who (parents, media, etc.)?- who is/are spokesperson(s)?- volunteers (you can’t do it alone)?

Equipment and Food Media Area

Incident Command SystemIncident Command System

Establishes common organizational structure, operating procedures

Places one person in charge of decision-making; creates chain of command

Provides for quick, effective performance Establishes a reasonable span of control Provides for effective coordination, transition of

responsibility/authority w/ crisis responders

Incident Command SystemIncident Command SystemIncident Commander

Crisis Coordinator

Liaison Officer PIO

First Aid Coordinator Student Safety Coordinator Operations Officer

District CrisisResponse Team

DocumentsOfficerParent Liaison

Teachers w/ student supervisory

duties

Teachers w/ostudent supervisory

duties

Other SupportPersonnel

Crisis RecoveryCoordinator

Communication …Communication …

… is the foundation of any crisis planning, implementation, management, and recovery effort.

The best time to let students, staff and families know what to do in an emergency is before it happens.

Communication Command CenterCommunication Command Center

Communications Director(Strategist/Counselor & Spokesperson)

Media Manager

Command Center Coordinator

Internal CommunicationsOfficer

External CommunicationsCoordinator

Research & MediaMonitoring

Crisis/Special EventsCoordinator

Volunteers Other Support Staff

Media Support Staff

Spokesperson(s)

Crisis Communication StructureCrisis Communication Structure Crisis Communication Team Leader/Director Spokesperson(s) Communications Command Center Coordinator Internal/External Communications Officer(s) Media Manager Research & Media Monitoring Webmaster (web page technician) Crisis & Special Events Liaison Volunteers

Volunteers & DonationsVolunteers & Donations What roles can be delegated to volunteers? Establish volunteer schedule (determine where, when volunteers

are needed)

Welcome volunteers each day; provide brief orientation (i.e. basic information, equipment usage, key persons & numbers)

Provide name tags, security card Volunteers keep record of all calls Prepare list of what, how to donate (callers want ideas,

addresses; make this part of daily Fact Sheet)

Screen, record & organize contributions

Crisis Communication FocusCrisis Communication Focus

Establish command center, functions Communicate internally first, then public Anticipate and meet needs of media Ensure key messages are understandable,

honest & consistent Manage perception of competence and reality Correct inaccurate, misleading information fast Stay in contact with victims families

Information GatheringInformation Gathering

Plan to collect, verify information Inaccurate information creates new crisis, puts

organization on defensive and wastes time Central location means better management Must come quickly (field or site assessment)

Plan for “Murphy’s Law” Debrief daily/nightly

Communicating in a CrisisCommunicating in a Crisis

Target Key Audiences School, District or University Leadership Crisis Response Agencies Staff/Faculty (site of crisis first, then others) Opinion Leaders (community, business, faith,

government, alumni, key financial supporters) Parents, Students (age appropriate), Community Legal counsel


What do I say? The TRUTH Don’t share what you don’t know to be true Don’t speculate Don’t hide behind factual information Not talking about a crisis won’t take back what

happened; and is unnatural Rely on the communication experts at all times!


Speed of communication First impressions are lasting impressions

Factual content of the message Get it right, repeat it, share with others

Trust and credibility Crucial to sustain support during, after crisis Elements: empathy & caring; competence & expertise;

honesty & openness; commitment & dedication

The NEW CommunicationThe NEW Communication Email broadcasts Text or Voice Messaging Websites Rapid Alert Notification Systems Hotlines/Emergency Voice Bulletin Boards Social Media Networks

blogs, & IMs myspace, facebook, etc.


Leadership and Staff

Staff may “go public”; to defend their reputation Media will put a full court press on those

“in the know” both students, staff Develop process to support sites Counsel early (consider policy now)

Need grows the longer crisis is prominent Nurture staff


Leadership and Staff

Prepare fact sheets, voice & email messages Update web site regularly Utilize staff, parent phone trees as necessary Make decisions on cancellations (communicate these

to students, staff, parents and media)


Parents Need help working w/ their children to

understand what happened, how to explain event & tips to heal or return to normal.

Insatiable need to know why? (Be prepared)

Reassure safety; stress importance of normalcy Call in experts (grief counselors, mental health)

Identify how parents, others can help


Community Use key opinion leaders to get message out to

broader audience Consider community meeting Reassure safety, security steps Express concern for victims and regret for crisis Don’t take the blame


Students Provide opportunity, encouragement to talk

about what happened Classroom setting with peers Use experts (grief counselors, mental health)

Provide quick lesson on media basics, harm from spread of rumors


All Audiences Determine most useful vehicle (letter, e-mail, etc.)

Daily info sheets keeps key audiences current Establish 24-hour taped hotline (update frequently)

Essential to develop key messages Stay on message; share messages to all Establish time, place to speak with media

Patterns of Media ResponsePatterns of Media Response

10-12 Hours Reporters on scene first Grab anyone who will talk Answer question, “what happened?” Results incomplete, conflicting stories emerge Media can interfere with police, rescuers


12-24 Hours Answer the question, “who?” Authorities usually notify next of kin first before

information is released to media This effort causes conflict with the media doing

whatever is necessary to find out about victim(s)


24-36 Hours Focus on the question of “why?” Natural reaction in the aftermath is to look for

blame Many theories on crisis Facts aren’t always corroborated Victim confusion often leads to stories that are

sensational, but didn’t happen as they recall


36-72 Hours Media begins more in-depth analysis of “what

happened?” and “why?” A new “spin” may be put on story Spin-off stories take on a life of their own Importance of “staying on message” is critical Funerals and memorials take place, offering a

window to regroup, recharge crisis team

Media RelationsMedia Relations Strategy 1: Help heal; return to normalcy Strategy 2: Stay on message; one, clear voice Media is fastest way to communicate broadly Media Triage (no favoritism, focus on local first) Brief daily; never say “no comment” Respond to all reasonable media needs Develop guidelines for access to students, staff Set ground rules for interviews, media pools

Recovery & RebuildingRecovery & Rebuilding

Physical Structure from assessment to rebuilding of schools

Mental Health from triage to PTSD Information Systems from payroll to student

records Communication from media siege to when,

where to send students Memorials: events, anniversaries and moving on

What have we learned?What have we learned?

A Leadership TestResponse defines the organization; be credible

A Communication TestHow strong is your communication program?

A Professional TestHow will you emerge as a key advisor?

A Perspective on Lessons LearnedA Perspective on Lessons Learned

In preparation … If you start off behind, you will stay behind Being proactive only keeps you even Identify chain of command for decision-making,

what to do if it breaks down Site, district plans must have contingencies Crisis plans must be specific, automatic, tested


In preparation … Establish inter-agency protocols in advance Provide parents advance notice of crisis plan,

their role in the process


During the crisis … Mobilize response team that shields the site,

students and staff from outside forces Make call for assistance before it’s too late Understand it’s not “business as usual” Act in the short-term, think in the long-term You need soldiers, generals on front lines Know key messages and stick to them!


During the crisis … Don’t let media dominate your time, attention Stay focused on target audiences Internal communications is more important View crisis from “outside in” to gauge public Watch for external political, personal agendas Watch for ripple effect and copycats


During the crisis … Maintain active rumor control Balance privacy rights of individuals (FERPA)

with public’s right to know Be firm on media access to facilities, people


In the aftermath … Crisis has long-term life; remember healing

processes and triggering events Brace for blame Continuously update crisis plan; learn from

other situations Train new staff immediately Retrain all staff annually; don’t forget students


In the aftermath … Crisis not only creates character, but reveals it Seek opportunities to return to normal Seek closure and commemorate Take care of yourself and your team Bring in reinforcements Remember your team on anniversary dates

Additional ResourcesAdditional Resources

The following slides are additional resources forschools/universities to use in training with students and staff:

Crisis Planning 10-Step Approach to Proactive Crisis Planning School/District/University Crisis Team Responsibilities Literature Resources

Photocopying of the following materials is permissible for training purposes only, and source attribution to: Rick J. Kaufman, APR

Common Mistakes of Common Mistakes of Crisis ManagementCrisis Management

Putting news media ahead of employeesEmployees want, deserve news FIRST

Lack of comprehensive media strategyWho is spokesperson or persons? What are key messages?

Ignoring the “Window of Opportunity”Vital to address issues; once “window” closes it becomes difficult to change perceptions

No clearly assigned rolesLack of role clarity guarantees confusion; know leaders, doers

Common Mistakes of Common Mistakes of Crisis ManagementCrisis Management

Limit communication due to litigation fearsLitigation usually follows adversity

No crisis planBelieving a crisis can’t happen is ignorant, arrogant. No plan can result in crippling damage to an organization

Untested crisis planSingle most important mistake; also if developed in isolation

10 Steps to Proactive Crisis Planning10 Steps to Proactive Crisis Planning

1. Review existing policies on crisis communication and management

2. Review guidelines and procedures for implementing policies

3. Review any existing crisis plans

4. Establish crisis teams- district level- building level- safety task force

10 Steps to Proactive Crisis Planning10 Steps to Proactive Crisis Planning

5. Build relationships with community agencies, volunteers and opinion leaders

6. Dialogue with the community7. Divide planning into manageable sections

- crisis most likely to occur- outline action steps for each- define roles- identify possible issues/obstacles- determine strategies

8. Prepare tool kit and resource list (“go box”)9. Determine format and prepare written plan10. Provide training for all staff, students

Crisis Planning:Crisis Planning: Mitigation & Prevention

Goal: Decrease the need for response Connect with community emergency responders to identify

hazards. Assess problem areas in buildings, grounds. Assign official duties, responsibilities for safe, secure sites. Involve staff in crisis planning. Review data on critical incidents, such as fires, floods, etc. Determine major problems likely to occur. Develop a response protocol to safety problems. Assess district, building vulnerability to a variety of crises.

Crisis Planning:Crisis Planning: Preparedness

Goal: Facilitate a rapid, coordinated & effective response Review crisis plans used in schools, communities. Identify agencies involved in crisis planning. Develop communication systems that include staff, students,

families and media. Design procedures to locate, account for every student, staff

during a crisis. Compile facility information, such as maps, locations of shut-off

valves. Assemble equipment needed to save lives, provide treatment.

Crisis Planning:Crisis Planning: Response

Goal: Follow a well-designed emergency plan Determine extent of danger and if it amounts to widespread

crisis. Identify the crisis and an appropriate response. Activate an incident-management system. Implement strategies (evacuation, lockdown, shelter-in-place) Communicate with key staff positioned at designated areas. Oversee emergency responses, such as first-aid and rescue

services; triage areas. Call for more aid and assistance if required, needed.

Crisis Planning:Crisis Planning: Recovery

Goal: Return to a daily routine and restore order quickly Allow adequate time for recovery, but immediately draw up

plans to resume classroom learning, restore damaged buildings.

Monitor signs of PTSD and other emotional disorders in

students, staff.

Conduct debriefings with first responders and school staff,

and use suggestions to revise plans and conduct training and

drills.

School/District/University School/District/University Crisis TeamsCrisis Teams

Responsibilities of District/University Crisis Team: Define clear crisis roles for ALL staff Train and assist school/building level crisis teams On call for all crises – district and building (maybe community) Make policy and procedure recommendations Communicate safety precautions and procedures Work with Safety Task Force to identify best practices Serve as lead crisis team in catastrophic or long-term event Staff and operate communications command center Liaison with other agencies and intervention teams Evaluate crisis response actions

School/District/University School/District/University Crisis TeamsCrisis Teams

Responsibilities of School/Building Crisis Team: Refine district crisis plan for school/building needs

Define clear crisis roles for all school/building staff

Conduct regular safety assessments of school/building

Provide in-service training and drills for staff

Recommend policy/procedure changes to district crisis team

Communicate safety precautions and procedures to parents

Serve as immediate site crisis response team and work with

district team

Evaluate crisis response actions

Crisis Communication TipsCrisis Communication Tips

What should be communicated in a crisis?

What happened? Avoid using sensational, romantic account. Omit information that can be used to copy act. Who was involved using general terms, unless names are public. How individuals were involved may be reported in general terms. Where incident happened, when it occurred. Be specific. Prognosis of those involved once verified (work w/ families). Avoid “no comment” answers; this suggests something to hide. It’s OK to say, “I don’t know” or “I don’t have that answer right

now. I’ll have to get back to you.” Then DO IT! Be honest and show real emotion. Be cautious with the question, “How are you doing?”

Crisis Communication TipsCrisis Communication Tips

Suggestions for Avoiding Sensationalism

Clarify what interview is about. Don’t agree if interview is sensationalistic or takes you away from

your message and focus. Avoid playing blame game. Avoid interviews that focus on perpetrators of violence. Stress positive vs negative images. Be wary of live call-in shows. You have very little control over

topic of conversation. Avoid repetitive and excessive interviews on the violent act. Goal is to focus on healing, returning to normal … moving

forward.

ResourcesResources

The Complete Crisis Communication Management Manual for Schools, National School Public Relations Association

Coping with Crisis by Scott Poland & Jami McCormick

School Crisis Survival Guide by Suni Petersen & Ron Straub

Practical Information on Crisis Planning: A Guide for Schools and Communities, U.S. Dept. of Education

crisis management a leadership challenge

Documents

crisis situation

length of crisis

national response

school districts

future leaders school

fbi national conference

staff suicide student

radical change